Phonological awareness instruction: A program training design for low-income children

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dc.coverageDOI: 10.1016/j.ijer.2017.02.003
dc.creatorMuñoz, Kattia
dc.creatorValenzuela, M. Francisca
dc.creatorOrellana, Pelusa
dc.date2018
dc.date.accessioned2025-11-18T19:40:12Z
dc.date.available2025-11-18T19:40:12Z
dc.descriptionThis study describes the implementation of a program to enhance phonological awareness in Kindergarten Chilean students from a low-income background. The intervention included a special professional development course designed for teachers, to help them reflect and modify their practices, where classroom observations and feedback on instruction became a fundamental basis of the intervention. Children were assessed before and after the interventions, and results were compared with those of a control group. Results reflected how teachers’ practices are a fundamental key to understanding children outcomes, and that immediate feedback is fundamental for instructional change that favors learning.eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/d5bbcb3c-40e7-46e6-bbe3-2cc36f2160e9
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/51170
dc.languageeng
dc.rightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcevol.89 (2018) date: 2018-01-01 p.47-58
dc.subjectCoaching
dc.subjectIntervention strategies
dc.subjectPhonological awareness
dc.subjectTeachers’ practices
dc.titlePhonological awareness instruction: A program training design for low-income childreneng
dc.typeArticleeng
dc.typeArtículospa
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